Sentences with phrase «better learners in school»

She engaged teachers in dialogue, provided research evidence, and presented examples of what other schools he determined to be the traits they most valued in developing the best learners in their school.

Not exact matches

Role Playing How to Be a Good Friend by Mom Inspired Life Songs About Friendship for Kinder and Pre-K by Capri +3 Teaching Kids About Friendship and Being a Good Friend by Raising Lifelong Learners Making Friends: Teaching Kids to Learn and Respect Different Names by Munchkins and Moms How to Play with Friends a Preschoolers Visual Guide and Game by Powerful Mothering Helping Your Homeschooler Socialize by Still Playing School Making Friends Even When You Are Homeschooled by Learning 2 Walk Making Friends: Qualities We Look For in Friends by Tiny Tots Adventures Book Friends by Growing Book by Book Tips for Helping Preschoolers BE a Good Friend!

The Healthy Schools Network grants assist school communities to ensure all students are healthy, engaged and connected in a safe, supported, caring and strong learning environment, and to realize and practice the concept that healthy students are better learners.

Children who read for pleasure generally do better in school, develop into life - long learners, and have a healthier self - image.

Hardly seems worth the money to tie ourselves to a system that, at best, may help already college - bound kids attend marginally better colleges but will likely cause at - risk youths, English language learners and students with disabilities to fail in school in even greater numbers.

In a letter to Congressmembers Lowey, Engel and Maloney, and Senators Schumer and Gillbrand, Latimer wrote: «It has recently been brought to my attention that the United States Department of Education denied the request of the New York State Education Department to provide a waiver which would allow our schools to better meet the needs of children with disabilities and those who are English Language Learners.»

«While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap.»

A fourth challenge is to provide more flexible learning arrangements in schools to better meet the needs of individual learners.

To keep up with changes in education, studying, collaborating, and learning, schools are looking to re-imagine the role and structure of libraries to best support today's learner.

To develop these guidelines, the various international partners created opportunities for representatives from the Ministry of Education to visit schools in the refugee camps as well as schools in Nairobi that have been accommodating significant numbers of refugee learners in their classrooms.

They spoke about the support needed for learners» psychosocial well - being, language support, classroom management and positive discipline, culturally responsive pedagogical training, host country curriculum support, and mitigating physical, sexual and gender - based violence in schools.

Pupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st century.

The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.

I have seen apathetic students change to students who are excited, enthusiastic learners; students who were failing every subject become engaged in learning and making better grades; students who, in the past, avoided talking with me about their grades, come... waving their report cards in their hands to show me their improvement; students who thought of themselves as incapable begin to think of themselves as capable learners; and students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.

Students in «50 - 50» language - immersion schools, in which students spend half of their day learning in a nonnative language, perform as well as, or better than, students in monolingual schools on standardized tests, and these benefits extend to English - language learners as well as native English speakers (Gómez, Freeman, and Freeman, 2005; Palmer, 2009; Thomas and Collier, 2002).

If tests like these succeed, they could not only provide better information about children's readiness for real life but also give educators incentive to do what they want to do anyway: teach kids in engaging ways to be well - rounded people and lifelong learners, not drill the life out of school with dry test preparation.

One school is investigating how best to coach and support learners in lower secondary classrooms to use evidence - informed learning strategies such as spaced retrieval practice, interleaving, and interrogative elaboration.

Another school, also interested in how to best support their learners for this senior school transition, is investigating the explicit teaching of evidence - based strategies shown to be effective for long - term retention: using quizzing to promote learning, using cue - only judgements of learning to identify concepts for further study, and building explanations by formulating and answering deep questions.

It should include more (and better) specialized charters created in systematic ways: schools that focus on STEM, career and technical education, high - ability learners, special education, socioeconomic integration, and other realms within the K — 12 universe that cry out for better options than what's there today.

Whether charter schools do a better job than regular schools in closing the achievement gap between English - learners and students who already have a command of the language is expected to be a thread in testimony at a hearing scheduled for Sept. 17 before...

My involvement with research into successful teaching and successful schools shows that the best teachers and schools, including those in disadvantaged areas, have a balanced focus on every student as a learner and a person, a fundamental point I make in How to Get Your School Moving and Improving.

If we want to boost students» self - esteem, the best way to do this is for every student to be recognised as a learner and a person, and for every student to receive balanced feedback to enable them to achieve in the context of quality teaching and effective schooling.

It recommended that schools and colleges should: «Ensure that their curriculum planning includes sufficient well ‑ structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience.»

The monumental satisfaction you will feel at the end of creating a formal training program, when intangible knowledge suddenly manifests into a tangible product or financial outcome — holding that workbook, learner manual or course folder; or watching the dollars roll in from your online school is such a good feeling.

Some of those colleagues, Torres» cohortmates in the School Leadership Program (SLP), praised Torres for her honest contributions to class, sharing her own experiences both as a student and an educator, and encouraging the exchange of feedback in an effort to help make herself and her classmates better leaders — and learners.

For example, she recently was asked to conduct research in the San Diego City Schools public district on how to create the best tools for English language learners.

Schools that Work: Social Emotional Learning in Louisville Kentucky's Jefferson County Public Schools are using an initiative for social and emotional education to help students become better learners while developing the skills necessary to become self - aware, caring, and connected to others.

This activity gives your current students a chance to feel good about what they've learned and provides incoming students an opportunity to see real evidence that they can be successful learners in the coming school year.

How do school communities best support teachers, students, and parents in their efforts to promote healthy, happy learners?

«If you're going to move into leadership level positions, you need to be in a stance of a learner... Everybody in the school is responsible for the learning of every child in the school and in order to ensure the best outcomes for every child, we need to be continually improving and focusing on how we do that.

The materials follow the different school curricula across the UK and come with comprehensive notes for teachers to ensure EAL learners in mainstream education are better supported.

Melanie Griffin, EAL Nexus Co-ordinator for Teacher Development at the British Council, said: «With over one million EAL learners in UK schools, it is important that projects like EAL Nexus are in place to ensure these learners and their teachers are well supported.

Jessica is the co-author (with Kristina Doubet) of Differentiation in Middle & High School: Strategies to Engage All Learners (ASCD) and Differentiation in the Elementary Grades: Strategies to Engage & Equip All Learners (ASCD), as well as Exam Schools: Inside America's Most Selective Public High Schools with Chester E. Finn, Jr..

Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high - school level, and how best to support the literacy development of adolescent English language learners.

Thus, my challenge to you is to find an underachieving gifted child (research shows about half of gifted learners experience underachievement - or the gap between potential and performance at some point in their school career) and give them a good year.

The poor, the disabled, English language learners, and the academically struggling should be given clear and unambiguous rights to enroll in all schools, and schools should be obligated to serve them and held accountable for serving them well.

Personalized: Schools meet the unique needs of all learners, allowing them to learn at their own pace and to have a say in where, how, and when they learn best.

The MPX section of the school website includes links to other projects and activities we have done as well as links to blogs that give you a up - to - date view of the work our leaders and learners are doing — challenges and successes, their reflections about their work and the process involved in rolling up our sleeves and trying to do authentic problem - solving.

The federal No Child Left Behind Act has helped prompt some school districts to develop, for the first time, a well - articulated curriculum for English - language learners — and even to work together in tackling what can be a daunting task for local educators.

There was one commonality in the schools where they did see a notable change in how students were acknowledging and embracing the traits good learners should possess and exemplify: a shared agreement of the adults as to what a good learner was and how to help develop those characteristics.

Based on statewide data, researchers Laura Hill and Margaret Weston concluded that reclassified English learners «not only outperform English learner students, but often do better than English - only students» on state standardized tests, with students reclassified in elementary grades doing better than those reclassified in middle and high school.

To dramatically reduce violence and work towards a more peaceful world where individuals have better self — esteem and better conflict resolutions skills, instruction in peaceful living must be intentional and school climate, policies, and practices need to shift to be more caring and responsive to learner

Even learners who seem disenfranchised in the upper grades return (albeit begrudgingly) to school craving better days.

Good news for Careers in general but unless the funding is spread across the spectrum of 14 — 18 in schools and colleges, advice and guidance will continue to be fragmented, some unbiased and many of our learners will not have access to one - to - one guidance because of the huge numbers involved and the high work load of those responsible for delivering the service in schools and colleges.

«Nor can we limit accountability to a small percentage of our schools while ignoring the others, thereby retreating from the long - standing federal role in ensuring that minority students, low - income students, English learners and students with disabilities have access to... supports that address a range of student needs so that they are better prepared to succeed in the classroom.»

High school students assessed in the Performance Assessment model, who demographically include far more low - income, English - language learner and special education students than the state overall, have shown better high school graduation rates and college enrollment and graduation rates than stdents across the state.

NEW YORK — Prompted by the new Common Core standards and an increase in English Language Learners in public schools, New York State education officials are moving aggressively to provide better support for bilingual teachers and improve student achievement.

This means, when things such as poverty, race, and English language learners are taken into account and properly controlled for, we are finding that student outcomes on test scores are simply better in the private and charter sector as opposed to traditional public schools.

The shared vision should establish priorities for academic and other formal learning, students» physical and emotional well - being, schools» social environment, and how well schools prepare students to participate in our democracy, be lifelong learners, and make a good living.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.